Implications of academic literacies research for knowledge making and curriculum design

Higher Education

Volumn 67, Issue 2, 2014, Pages 171-182

  Paxton, Moragh ^a   Frith, Vera ^a  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

Author keywords

Academic literacies research; Ethnography; Natural sciences; Social practice

Indexed keywords

EID: 84893939878     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-013-9675-z     Document Type: Article

References (37)

1. Bangeni, B., & Kapp, R. (2007). Shifting language attitudes in linguistically diverse learning environments in South Africa. Journal of Multilingual and Multicultural Development, 28(4), 253-269.
2. Bazerman, C. (1981). What written knowledge does: Three examples of academic discourse. Philosophy of the Social Sciences, 11(3), 361-387.
3. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in Science. Madison: University of Wisconsin Press.
4. Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.
5. Bernstein, B. (2000). Class, codes and control. Volume V: Pedagogy, symbolic control and identity. Oxford: Rowman and Littlefield.
6. Britton, J. (1975). The development of writing abilities (pp. 11-18). Urbana, IL: NCTE.
7. Christie, F., & Macken-Horarik, M. (2007). Building verticality in subject English. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy (pp. 156-183). London: Continuum.
8. Clark, R., & Ivanic, R. (1997). The politics of writing. London: Routledge.
9. Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(May), 122-128.
10. Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
11. Gee, J. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Routledge/Falmer.
12. Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education. British Educational Research Journal, 29(1), 89-104.
13. Halliday, M. A. K., & Martin, J. R. (1993). Writing science: literacy and discourse power. London: Falmer Press.
14. Hasan, R., & Williams, G. (1996). Literacy in society. London: Longman.
15. Hyland, K. (2000). Disciplinary discourses. London: Longman.
16. Hyland, K. (2002). Options of identity in academic writing. ELT Journal, 56(4), 351-358.
17. Ivanič, R. (1998). Writing and Identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins Publishing Company.
18. Kelly, G., & Bazerman, C. (2003). How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 28(1), 28-55.
19. Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning. NCTE Research Report 22. Urbana, IL: National Council of Teachers of English.
20. Lea, M. (2004). Academic literacies: A pedagogy for course design. Studies in Higher Education, 29(6), 739-756.
21. Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 11(3), 182-189.
22. Lea, M., & Street, B. (2000). Student writing and staff feedback in higher education: An academic literacies approach. In M. Lea & B. Stierer (Eds.), Student writing in higher education: New contexts (pp. 32-46). Buckingham: Open University Press.
23. Lillis, T. (2001). Student writing: Access, regulation, desire. London: Routledge.
24. Lillis, T. (2003). Student writing as 'Academic Literacies': Drawing on Bakhtin to move from critique to design. Language and Education, 17(3), 192-207.
25. Lillis, T., & Scott, M. (2007). Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1), 5-32.
26. Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge building. British Journal of Sociology of Education, 30(1), 43-57.
27. Maton, K. (2011). Theories and things: The semantics of disciplinarity. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistics and sociological perspectives (pp. 62-84). London: Continuum.
28. Maton, K., & Muller, J. (2007). A sociology for the transmission of knowledges. In F. Christie & J. R. Martin (Eds.), Language, Knowledge, Curriculum and Pedagogy: Functional Linguistics and sociological perspectives (pp. 14-33). London: Continuum.
29. Muller, J. (2007). On splitting hairs: Hierarchy, knowledge and the school curriculum. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy (pp. 65-86). London: Continuum.
30. O'Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy (pp. 65-86). London: Continuum.
31. Paxton, M. (2006). Intertextual analysis: A research tool for uncovering the writer's emerging. In L. Thesen & E. van Pletzen (Eds.), Academic literacy and the languages of change (pp. 84-103). London: Continuum.
32. Paxton, M. (2007). Students' interim literacies as a dynamic resource for teaching and transformation. Southern African Linguistics and Applied Language Studies, 25(1), 45-55.
33. Paxton, M., & Frith, V. (2014). Transformative or normative? Implications for academic literacies research in quantitative disciplines. In T. Lillis, K. Harrington, S. Miller & M. Lea (Eds.), Working with Academic Literacies: Research, Theory and Design. West Lafayette, Indiana: Parlor Press.
34. Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
35. Swales, J. (1990). Genre analysis: English in academic and research settings: Cambridge applied linguistics. Cambridge: Cambridge University Press.
36. Swales, J. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
37. Thesen, L., & van Pletzen, E. (2006). Academic literacy and languages of change. London: Continuum.